Peer Feedback and Group Work in L2 Oral Presentations: Self-Regulated Learning and Collective Efficacy.
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| Title: | Peer Feedback and Group Work in L2 Oral Presentations: Self-Regulated Learning and Collective Efficacy. |
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| Authors: | Yoo, Hyun Jung1 yoomongdol@dima.ac.kr |
| Source: | English Teaching. Autumn2026, Vol. 81 Issue 3, p199-226. 28p. |
| Subject Terms: | *Self-regulated learning, *Collaborative learning, *Student presentations, *Psychological feedback, *Social learning, *English as a foreign language, Collective efficacy |
| Abstract: | This study examined how peer feedback and group work were associated with self-regulated and socially mediated learning processes in a Korean EFL oral presentation course. Thirty-three first-year college students participated in peer feedback and group presentation activities over a 14-week semester. Qualitative data from reflective reports and retrospective interviews were analyzed using theoretical thematic analysis. The findings showed that peer feedback provided many students with resources for goal setting, self-monitoring, strategy use, and self-reflection, although its usefulness varied across learners. Group work provided opportunities for shared planning, interactive coregulation, and collaborative support, while also creating additional responsibility or uneven regulatory demands for some students. Explicit evidence of collective efficacy was more limited than initially anticipated, as students more frequently emphasized mutual support, reduced anxiety, individual confidence, and personal growth. Overall, the findings highlight both the affordances and boundary conditions of peer feedback and collaborative regulation in EFL oral presentation learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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